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Reading lesson- The Expat Files - Elementary, A2 level

Reading lesson- The Expat Files Elementary, A2 level

Description

This lesson will focus on reading skills and vocabulary through a text about British expatriates.

Materials

No materials added to this plan yet.

No materials added to this plan yet.

Main Aims

To provide students practice in reading for gist and specific information using a text about British expatriates.

Subsidiary Aims

To provide students with freer speaking practice.

To provide clarification and review of common verbs in the context of British expatriates

Procedure (32-46 minutes)

GTKY (3-5 minutes) • To get to know the students and make them get to know each other.

-Cut pictures which are related to common verbs into two.
-Give two halves of the pictures to different students in class.
-Ask the students to stand up, find the other half of their picture (find their partner) and sit together.
-Ask the students keep their pictures for a while.
-Give the name tags to the students.
- Ask them to write their partners' information on the name tags. (name-city)
- Do the first one. (example)

Warmer/Lead-in (8-10 minutes) • To introduce the common verbs and prepare the students for the text.

- Ask the students to bring the two halves of the pictures together and stick them on the board. Tell them that each picture is a clue about your life.
- Ask them to discuss in pairs what they can infer about you through the pictures.
- Whole class FB.
- Elicit the common verbs from the ss and write them on the board.
- Pick one of the verbs. Brainstorm the ideas-words that could be used with it.
E.g. Live - in a house
- in a flat
-in Ankara
- in a city
- Tell the ss that they are going to play a game.
- Give the handout on which the students see the common verbs in circles.
- Ask ss to work in pairs and add one word for each group. Tell the ss that if they write the same word with the other groups, they get 0 points. If their answers are different from the other groups, they get 2 points.
- Monitor discreetly, intervene when necessary.
- Elicit the answers and write them on the board.
- Model and drill. ( whole-class/individual) (backchaining) (substitution)

Pre-Reading/Listening (8-10 minutes) • To prepare students for the text and make it accessible

- Introduce an American friend called Michael. Show the picture. Tell the students that he works with you.
- Ask students questions to guess where he is from, what his job is, where he lives now.
- After eliciting the answers, show the students the word expatriate or expat.
- Give a handout on which there are sentences about Michael.
- Ask ss to guess and underline the correct information about Michael.
- Ask ss to compare their answers with their partners.
- Talk about Michael and ask ss to listen and check their answers.
- Ask the ss to find similarities and differences between you and Michael in pairs.
- Write similarities/ differences on the board. Take notes.
- Elicit the words similarity and difference. Clarify the meaning by CCQs.
- Link the story with the stories in the reading text.

- Tell the students that they are going to read a text about expats like Michael.
- Show pictures. Ask the students to guess where they are from, where they live now in pairs.
- Elicit the answers from each pair and write them on the board.
- Give the handout to students and ask them to read the text and answer the questions.
- Remind the students that they could skim the text to find the information. Use your body language to show skimming.
- Set a time limit- 1 minute.
- Ask ss to compare their answers.
- Elicit the answers.
- Write the answers on the board.

- Give the handout (exercise 2) and ask the ss to read the questions and see if there are any words they do not know.
- If there are any unknown words, clarify the meanings using CCQs.
- Model and drill.
- Ask ss to read the text again and write the correct names next to the statements.
- Monitor discreetly, help when necessary.
- Tell ss to compare their answers with their partners.
- Whole class FB (answers on the board.)

Post-Reading/Listening (5-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

- Make groups of 4.
-Ask each group to write down as many sentences as they can about the text in a limited time. (2 minutes)
- When time is up, groups read their sentences, the group with the most correct answers wins.
If time: Walk among the ss. Take notes of the good examples and the mistakes. Make a delayed correction at the end.
If time (flexi stage): Ask ss to work in pairs and talk about whether they want to live inother country. If yes, where? If no, why not?